The Case Study Of Teacher Learning In Drama In Education Practice

Under the background of the development of the new era,The opinions on comprehensively deepening the reform of the construction of the teacher team put forward clearly that contemporary teachers should be innovative teachers with comprehensive literacies.Among multiple literacies,teachers always avoid the development of artistic literacy and classify it into extracurricular activities.However,with the rapid development of Drama In Education(DIE for short)in recent years,teachers have gradually realized the educational function and charm of DIE.Although DIE has been in China for several decades,the researches on DIE mainly focus on the educational value of DIE to students.Besides,few studies focus on the specific relationship between DIE and teacher learning.Since DIE has not yet entered into the national curriculum system in China,if teachers want to learn it,the only way except for self-learning comes from educational drama institutions outside school.This study takes the MT educational drama training camp in Shanghai as a case and investigates the whole process of teachers' learning of DIE through participatory observation as vital method.The research questions of this study concentrate on the following points: First,what do teachers can learn in the field of DIE ?;Second,how do teachers learn DIE ?;Third,what is the unique value of DIE in teacher professional development;Fourth,to extract the teacher learning process mechanism based on DIE.In response to the above questions,the researchers as the learner's identity into the MT educational drama training camp and experience DIE curriculum and teacher research activities,from March 2018 to July 2018.During the 4 months of field investigation,the interviews were conducted among those teachers in MT and related materials were collected by researcher.The study found that teachers' learning of DIE is a staged process,and the contents they learn in different stages are characterized by progressive features,including drama games,drama teaching paradigm,writing drama teaching plans,teachers' language and the improvement of class control ability.According to the characteristics of the learning content,teachers' learning methods are divided into immersive experiential teacher workshop,collective moke(brain storms about classes teaching and research)and peer cooperative learning.After different stages of learning,teachers have improved their teaching ability,personal cognition and teacher development to different degrees.On the basis of learners' learning experience,experience learning theory and learning theory were applied in this study and helped to construct an teachers' learning mechanism,featured by spiral type in teacher learning community of practice.learners' experience in drama activities involved in drama game,scenario creation,teachers in role.Besides,mutual exchanges and cooperation with peer partners,learning from the experienced teacher,common ground in the learning community of class teaching practice,to interact with students in the real classroom,from which a variety of feedbacks and interactions,teachers acquire tacit knowledge in these rich situational experiences.Targeted stage learning provides teachers with the "zone of proximal development" for learning,enabling teachers to achieve targeted improvement level by level,to reflect themselves,to enrich their own cognitive development,teachers' views on children was associated.Teachers not only acquire knowledge and skills in practice,but also constantly shape their own values.Teachers and students grow together in the process of educational drama experience,and teachers gradually move from marginal novice teachers to core teachers in experiential learning,so as to realize the professional development of teachers.